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DfiiversitY and Schesl EixtensiGn. 



ENGLISH LANGUAGE (Course A). 



GEORGE LYMAN KITTREDGE, 

1889. 

Harvard University. 



Press of J. J. Little & Co, 
Astor Place, New York. 






Copyright, 

i88g, 

By GEORGE LYMAN KITTREDGE. 



Shakspere. 



e) Prescribed Reading. — King Lear, King Henry IV.^ 

Parts I. and II., Macbeth, Julius Caesar. — Dowden's Shakspere 
(in the series of Literature Primers edited by Green. N. Y.^ 
Appletons). 

For the plays, Rolfe's edition (N. Y., Harpers,) is to be used. 
The following passages are to be committed to memory : — 

King Lear, Act i, Scene 4, lines 257-280 (p. 67). Act 2^ 
Scene 4, lines 213-226 (p. 90). Act 3, Scene 2, lines 1-24 
(p. 96 f.). Act 4, Scene 6, lines 11-27 (p- 126). Act 5, Scene 

3, lines 8-17 (p. 142). 

Henry IV., Part L, Act i, Scene 3, lines 29-69 (p. 45 fj. 
Act 2, Scene 4, lines 361-444 (p. 76 If.). Act 3, Scene i, lines 
120-162 (p. 86 f.). Act 5, Scene i, lines 126-end (p. 119). 

Henry IV., Part II., Act 3, Scene i, lines 1-31 (p. 78 f.). 
Act 4, Scene 5, lines 93-138 (p. 114 f.). 

Macbeth, Act i, Scene 5, lines 36-68 (p. 61 f.j. Act 2^ 
Scene i, lines 33-64 (p. 68 f.). Act 4. Scene i, lines 1-68 (p. 
97 ff.). Act 5, Scene 5, lines 1-28 (p. 122 f.). 

Julius Caesar, Act 2, Scene i, lines 10-34 (p. 55 f.J. Act 

4, Scene 3, lines 1-123 (p. 98 ff.). 



UNIVERSITY AND SCHOOL EXTENSION. 



Of Rolfe's Introductions, such parts as treat of the history of the 
plays and the sources of the plots are to be carefully studied. The 
" critical comments " may be cursorily read, but should be used by 
the student as suggestions only, not as dicta which he is to follow 
blindly in forming his opinion as to the excellence of the plays. In 
so far as these comments set the student thinking, they are good for 
him. If he allows them to take the place of independent judgment, 
he had better leave them unread. 

The student is expected to make himself familiar with the subject 
matter of each play, so as to be able to write from memory a clear 
and concise summary of the plot. 

In studying the text of the plays, the student should consult the 
notes with care, leaving no passage until he is sure he understands 
it. When parallel passages from Shakspere are cited to illustrate the 
use of a word or a phrase, these passages should be looked up and 
carefully compared. The student should never content himself with 
generalities, or be satisfied until he is sure he understands just what 
Shakspere means in a given place. There is little difficulty in learn- 
ing the meanings of obsolete words. Words not obsolete, but used by 
Shakspere in a sense different from their present meaning, are much 
harder to deal with. In such cases, the student should take great 
care not to misunderstand the passage by taking words in their 
modern sense. Rolfe's notes will in general supply the necessary 
information, but the student should, if possible, have access to a copy 
of Dr. Alexander Schmidt's Shakespeare-Lexicon (Berlin and London, 
2 vols.), which can be obtained in New York for about eight dollars. 
This book is not indispensable, but a single copy purchased for the 



SHAKSPERE. 5 



use of a club or reading-circle will be of the utmost value to all its 
members. 

The student is advised to underline in his text all words as to 
which he finds it necessary to consult a note, and to add brief margi- 
nal explanations. These he will find of great assistance in his reviews, 
which should be frequent and thorough. If a reading-circle is 
formed, these reviews might well be conducted by some member 
selected as instructor for the nonce. The aim of the student should 
be so to fix in his memory Shakspere's words and expressions as to 
be able to explain them apart from the context.* 

Dowden's Shakspere Primer will supply all necessary information 
about Shakspere's life and literary activity. It should be studied with 
care. Pages 158-167 may be omitted. 

The weight of the examination will fall upon the interpretation 
of words, phrases, and passages from the plays prescribed. Questions 
will be asked to test the student's knowledge of Dowden's book, 
but correct answers to these questions will not offset failure in more 
important matters. The main object of the course is to study Shak- 
spere, not to learn facts about his life. 

\Works of Reference. — The following are not indispensable, but will be found 
luseful by such students as have access to them : 

Fumess's Variorum Shakespeare (Philadelphia, Lippincott). 

* Corrupt passages, and passages of which the editors have found no reasonable 
explanation, should be pondered by the student, but should not keep his attention 
too long from more important matters. Such passages are, for example, ' ' All cruels 
else subscribe" (Lear, Act III., Scene 7, line 64, see Rolfe's note, p. 231), "If 
trembling I inhabit" (Macbeth, Act III., Scene 4, line 105, see Rolfe's note, p. 
219). 



UNIVERSITY AND SCHOOL EXTENSION. 



Of the plays required in this course, only King Lear and Macbeth 
are as yet included in the edition. 

Abbott's Shakespearian Grammar (N. Y., Macmillan). 

Constantly cited in Rolfe's notes. 
Hudson's Life, Art and Characters of Shakespeare, 2 vols. (Boston, 
Ginn & Co.). 

This book will be found very useful. It contains not only much 
sound and suggestive criticism, but also an Historical Sketch of the 
English Drama and a chapter on Shakespeare's Contemporaries. 
For Etymology, the most serviceable book is Skeat's Etymological Dictionary, 
The large edition costs about ten dollars, but the smaller (Skeat's Concise Ety- 
mological Dictionary), which may be had for about $1.50, will suffice for ordinary 
use.] 



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